Dissertationen zum Thema „South Africa. Commission on Native Education“
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1
Ray, Giulia. „"Wiping the Slate Clean of What Has Never Been Written". The Sout African Truth and Reconciliation Commission, History Education and the Building of National Identity“. Thesis, Linköping University, Department of Thematic Studies, 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-2621.
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During Apartheid, the history subject in South African national education and the use of history served as fuel both for apartheid as well as for counterhistoriography. Afterthe 1994 elections, the official debate used phrases like "reconciliation through truth" and "knowledge about the past" in order to"move on". The national institution the Truth and Reconciliation Commission advocated a shared understanding of the past for promoting reconciliation. Considering historiography’s earlier contested use, one might expect the history subject in post-apartheid national education would be emphasised as very important, serving as an important tool for the general shaping of South African identity.
Earlier research as well as my own study, has shown that this is not the case. From the viewpoint of history teachers in South African schools and through various documents on South African post-apartheid education, it seems that the major shift in South African education is the one to an outcome-based approach (OBE). The approach and the new Curriculum (C2005) seem, in fact, have minimised the history subject to the extent that it is no longer a subject in its own right. In addition, the new Curriculum does not list a specific content, which allows the individual teacher large freedom to teach as much or as little about the past as they like. Moreover, what have been emphasised are subjects like science and technology, as well as learning practical skills of "constitutional value". In addition, phrases like "the new patriotism" and "allegiance to the flag" seems to be a recent way to create and promote a shared South African identity.
2
Swartz, Moshe Edward. „African perspectives on the land question: The Native Laws Commission 1883“. University of the Western Cape, 1995. http://hdl.handle.net/11394/6335.
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Magister Artium - MABoth Am-Xhosa and the European farmers, being pastoralists "the search for land and grass was (their) first principle", notes Walker (1928). When they met, they differed fundamentally on the "vital matter oflandholding" . So different were their perspectives, that Lekhehla (1955) suggested, as far as the treaties were concerned: "The Native Chiefs either did not understand the implications of the border treaties, or if they did, never intended to respect such treaties" (p.2 1). Hopper (1980) says the tension between the Europeans and the Africans on the land issue emanated from the fact that "Xhosa expansion" and "colonial expansion" processes were entirely different. While Am-Xhosa expanded in order to "preserve their political integrity" colonists were driven by an economic dynamic they expanded because land was necessary to accommodate growth (1980:261).
3
Fumba, Zamumzi Norman. „Development of a language policy in a rural school“. Thesis, Rhodes University, 2003. http://hdl.handle.net/10962/d1007798.
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The study was undertaken to observe and participate in the process and development of a language policy for a rural secondary school in Peddie in the Eastern Cape. This was done in collaboration with parents, learners, and teachers. The researcher acted as a researcher, facilitator and learner in the process that Iead to the final product. Twenty four learners were selected from Grade 8 to Grade 10. These learners formed three focus groups. A questionnaire and lesson observation were used to establish what was taking place in the school with regard to language practices and preferences by learners, teachers and parents. Lesson observations were recorded by a tape recorder. Outcomes are that Xhosa is the dominant language to which the learners are exposed. They only have the exposure to 'chunks' of English in class and when they read magazines, newspapers and listening to radio and TV. Teachers code switch. This is supported by both learners and their parents. Parents want their children to improve performance by being taught in the medium of a language they understand well enough. The study shows different perceptions about the language that should be used as LOLT. Parents in the study favour English as LOLT, while parents in general favour Xhosa. This view is also held by both teachers and learners. At a conscious level when teachers and learners talk about the language to be used as LOLT, they favour English, but when they are faced with the reality of the class they are ambivalent, hence they code switch. The study finally reports on the divergent views of the parents, on one hand, and those of the teachers and the learners on the other hand. The divergence will be resolved in a workshop, part of the broader process of school language policy research, which is beyond the scope of the research reported in the thesis. The final product, in the form of the school language policy, will then be drafted for presentation to the School Governing Body (SGB) for ratification and writing up process.
4
Mhlanga, Samkelisiwe Isabel. „Parental preferences regarding medium of instruction in primary schools in the Nongoma district of Kwazulu-Natal“. Thesis, Rhodes University, 1995. http://hdl.handle.net/10962/d1003569.
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This thesis looks at what choice of medium of instruction (MOl) parents in a rural village in KwaZulu would make if they had the opportunity to choose. The background to this choice goes back to 1979, when Education and Training Act No. 90 established the mother tongue as MOl from Sub A to Std 2 in Department of Education and Training (DET) primary schools, followed by a sudden transition to English medium of instruction - (EMl) in Std 3. Though by 1990 98% of the schools had opted for EMI, conditions were not favourable for a sudden transition and the policy led to high drop-out rates. The problems encountered by teachers and learners were researched and documented by Macdonald in the Threshold Project Reports (1990). Although the Minister initially ignored the Project's findings, in May 1991 he admitted that his department's language policy was leading to serious educational disadvantages. The explosive situation that culminated in the 1976 school uprisings led to the amendment of the Act. There was concern among people involved in educational language policy that parents had not been given sufficient information to make informed educational choices. They feared that many parents would, largely out of ignorance, opt for straight-for-English, when in fact the conditions in the schools were not conducive to the success of that choice option. The widespread assumption about the parents choosing straight-for-English was based on anecdotal evidence. I decided to investigate this matter in the Nongoma area. My findings pointed to very healthy attitudes towards the mother tongue and there was even a measure of understanding of the place of mother tongue instruction in the beginner classes. But even though the respondents wanted their language to be respected, they also wanted their children to acquire a good education in English, so as to be eligible for jobs in an economy that emphasises the importance of English.
5
Prinsloo, Dawn Lilian. „The right to mother tongue education a multi-disciplinary, normative perspective“. Thesis, University of Port Elizabeth, 2005. http://hdl.handle.net/10948/365.
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The post-apartheid South African Constitution guarantees the children of this country “the right to receive education in the official language or languages of their choice in public education institutions where that education is reasonably practicable” (The Constitution of the Republic of South Africa, Act 108 of 1996, Section 29 (2)) (Juta’s Statutes 2003). Yet ten years into the new dispensation nothing significant has been done to alter a situation in which the majority of children are obliged to access their basic education largely through the medium of a second or even a third language — English. In contravention of both the intentions and the specific provisions of numerous legislative measures and policy statements, Government has made no serious or effective attempt to promote the use of any language other than English in South African schools nor to encourage language practices most conducive to the cognitive development and academic success of millions of non-English speaking pupils. To make matters worse, most of the children who enter the school system with very little knowledge of English and are expected to make an abrupt transition to that language as a medium of instruction after a totally inadequate three years are from impoverished households and communities still suffering the gravest effects of the discrimination and oppression of apartheid. They are often underprepared and seriously disadvantaged by their background circumstances when they enter the culturally strange and intimidating western-style education system. To heap on top of these disadvantages the burden of language practices in the classroom that hinder rather than facilitate their access to education is indefensible. When Macdonald asks, “ Are our children still swimming up the waterfall?” (Macdonald 2002: 111) she is not exaggerating. In these circumstances and if ineffective language teaching and inadequate use of the mother tongue as a medium of instruction can be shown to bar effective access to basic education of an acceptable standard, there are far more serious and far-reaching implications in terms of human rights than just the right to choice of language medium. Linguistic research into medium of instruction has tended to be isolated from evaluative legal approaches to minority language rights, children’s rights, education rights or other fundamental human rights. Insufficient attention has been given to the interrelationship between the various rights and the importance of local conditions and circumstances in any assessment of their relative weight and enforceability. Human rights cannot be seen out of context, and theory from various disciplines, such as politics, economics and linguistics may be invaluable in forming a fresh perspective on the right to mother tongue education and, indeed, to basic education in general. The principle of non-discrimination in education is generally recognised, to be sure, as is the importance of ensuring access to and quality of education (Strydom 1992/93:139), but the dependence of these factors on the most appropriate medium of instruction within the education system does not merit much attention in the literature. The right to basic education tends to be seen as separate from any possible right to choice of medium of instruction and the latter often merely as a question of convenience or preference, at best a qualified right (Oosthuizen and Rossouw 2001: 666), dependent on feasibility, numbers and available finance (Motata and Lemmer 2002: 111). In fact, the case for regarding the right to mother tongue education as a strong positive right in many contexts and countries does not appear yet to have been made. This study is theoretical in nature and constitutes an attempt to fill this gap by examining the findings and views of experts from various disciplines within the framework of current thinking on human rights issues. The development of a coherent framework within which to view the right to mother tongue education and government obligations in connection therewith might be of some value to policy makers in their efforts to plan improvements within the education system. The synthesis and possibly, to a limited extent, the development of theory from the relevant disciplines will be undertaken by means of a survey of the relevant literature, an analysis of not only local but also international legislation and policy documents and the weighing and balancing of conflicting evidence and contrasting viewpoints. Sources and contributions in each area will be discussed under the headings outlined in Chapter 3. First, however, I should like to provide an overview of the educational, political and economic context in which mother tongue education must be considered.
6
Mawonga, Sisonke. „Bilingual teaching practices in South African higher education : making a case for terminology planning“. Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017894.
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When the apartheid government was in power universities in South Africa were segregated according to a race and language. After apartheid, the democratic government came into power and its vision was abolition of segregation. There was also equal and equity of access to public institutions which were set aside for certain people to have access to. Access to universities was equalized and students with different racial, social, cultural and linguistic backgrounds were allowed access to universities which they used not to have access to before. The students‟ access to all universities led to diversity within these institutions. Even though this was the case, there were no changes in the system prevalent during apartheid. English, for example, continued to be the language of learning and teaching (LoLT) while the numbers of students who speak languages other than English (LOTE) as home languages was also increasing. The Constitution of South Africa (Section 6, Act 108 of 1996) acknowledges the previous marginalization of indigenous languages in the country and encourages the development and use of these languages as official languages. The right of access to educational institutions, and accessing education in one‟s language, if that language is one of the official languages, is also encouraged by the Constitution. There are other supporting legislative documents such as the Languages Bill (2011), the Higher Education Act (1997) and the national Language Policy for Higher Education (LPHE) (2002) that support multilingualism, the equal promotion of the official languages as well as use of multiple languages in higher education institutions (HEIs) to support learning. The above mentioned policies and legislations may exist to ensure equality and equity, and even though HEIs have become heterogonous, that does not guarantee that the students enrolled in these institutions have equal access to knowledge offered by the HEIs in SA. This research uses the theories of languages and conceptualization; language and learning as well as language planning to show that the students‟ first languages in learning can assist to facilitate cognition. Terminology development, as part of corpus planning which is the body of language planning is introduced in this study in the form of bilingual glossaries as an intervention especially for students‟ whose mother tongue is not English as language used for learning at university for different disciplines tend to be abstract. The data for this research was collected from the 2014 first year students registered in the Extended Studies Unit (ESU) in the Humanities Faculty at Rhodes University. Research methods such as questionnaires, participant observations, interviews as well as content analysis were used to collect the data. These methods were used to look at the students‟ use and perceptions of bilingual glossaries as additional resource materials which can assist them in learning. A Political Philosophy I module offered by the Political Science department was used for this research. This thesis presents a model which can be used for the development of bilingual glossaries in order to facilitate learning. The thesis recommends the use of corpus extraction tools such as WordSmith Tools (WST) that can be used to generate and extract terms and illustrates the use of this tool by extracting terms from an English Political Philosophy textbook. These terms are defined and these are then translated into isiXhosa to provide a sample of the bilingual glossary. This glossary has been designed to illustrate how the bi/multilingual glossaries with terms and definitions can be developed in order for use by students to facilitate learning them. The study also presents a terminology list which consists of Political Philosophy terms that have been generated during the corpus extraction process. It is recommended that further research looks into the development of bi/multilingual glossaries using the suggested model so that the students who are speakers of LOTE can also be able to understand abstract terms which are used at university
7
Jackson, Gail. „A comparative case study of the strategies used by grade one teachers who teach through the medium of English“. Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1007855.
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This research project begins by exploring the problems surrounding the implementation of the 1997 Language in Education Policy (LiEP), and offers insight into why some schools, despite the promotion of additive bilingualism, choose English as the primary medium of instruction. It is a comparative case study of two Grade 1 classes in different situational contexts, which highlights the teaching strategies and language practices of teachers who teach predominantly non-English speakers through the medium of English. Research carried out through this case study illustrates the use of a wide range of teaching strategies, which assist young learners when learning through an additional language. In School A, thematic linking between different learning areas to maximise vocabulary development in both the mother tongue and the additional language, as well as repetition, recycling, scaffolding and contextualisation of content were found to be important. In addition, the use of questioning to elicit understanding, as well as classroom organisation and code-switching were strategies which assisted both the teacher and learners in this multilingual environment. In School B, class size, group work and the inclusion into the timetable of a wide range of diverse activities over and above the main learning areas, which provided opportunities for language development, were important considerations. In addition, routine, predictability and an attention to detail, in keeping with a form-focussed approach, aided the children in understanding the mechanics of literacy and guiding them towards becoming phonologically aware.
8
Gambushe, Wanga. „Implementation of multilingualism in South African higher education : exploring the use of isiXhosa in teaching and learning at Rhodes University“. Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017890.
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This study explores the implementation of multilingualism at Rhodes University (RU), by examining the teaching and learning practices of lecturers, demonstrators and students within the Cell Biology module, offered by the Biological Sciences and Botany departments at RU. This examination is in line with RU’s Language Policy (2005/2014), which recognises multilingualism and the development of isiXhosa as an academic/scientific language. The study and the choice for the location of the study within RU was motivated by what seemed to be a pattern of under achievement of LOTE speaking students studying Cell Biology. This pattern necessitated a further inquiry into the language aspect of the teaching and learning of Cell Biology. The goals of this research were to investigate spaces where LOTE students use their home languages and the motivations behind their usage of those languages. Due to the varying proficiencies of LOTE students in their mother tongue, this study sought to investigate the language capabilities of LOTE students in their home languages. The perceptions of the main role players in the Cell Biology module were sought, in order to get an idea of what students, lecturers and demonstrators thought about multilingualism in teaching and learning practices in the Cell Biology module. This study has discovered that there is a disparity in achievement between LOTE and English speaking students, with English students outperforming LOTE students consistently in the period investigated. On the language capabilities of LOTE students in their mother tongue, it was discovered that they have enough linguistic capital for a mother tongue intervention to succeed. There were mixed views about the use of LOTE in HE, but students were mostly in favour of the use of LOTE. A number of recommendations are made as to how multilingualism can be implemented in Cell Biology. In this study I argue that there is a need to use the mother tongue of LOTE students in order to support learning, the mother tongue intervention is supported by scholars such as Paxton (2007, 2009; Madiba 2011, 2012, 2014). The use of the mother tongue to support learning should be a short-term measure while the process of the development of African languages is underway, because languages develop as they are used, and form follows function (Madiba 2008). Ultimately, African languages should be developed and use as academic languages in HE not only in order to fulfil the legislative imperatives such as the Constitution and the Language Policy Higher Education but also to increase access and success among LOTE students.
9
Rundle, Margaret. „Accommodation or confrontation? Some responses to the Eiselen commission report and the Bantu education act with special reference to the Methodist church of South Africa“. Master's thesis, University of Cape Town, 1991. http://hdl.handle.net/11427/19520.
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This study was undertaken at a time when South African politicians and educators are facing the challenge of a major restructuring of the education system, and at a time when the the Methodist Church of South Africa is being encouraged, by some, to become more involved in the provision of education again. It focusses on the three events - the appointment of the 'Commission of Inquiry into Native Education' (usually referred to as the Eiselen Commission), the Report of that Commission, and the Bantu Education Act of 1954 which led to the introduction of the system of Bantu Education in 1955. Consideration is given to the responses of various 'liberal' and 'radical' groups to those events.
10
Nocanda, Mawethu Elvis. „The implementation of mother tongue instruction in a grade 6 natural science class“. Thesis, Cape Peninsula University of Technology, 2012. http://hdl.handle.net/20.500.11838/1897.
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A mini-dissertation submitted in partial fulfilment of the requirements for the
Magister Educationis (M Ed)
at the
Cape Peninsula University of Technology, 2012This mini-dissertation describes the difficulties faced by educators who teach Natural Science in Grade 6 using isiXhosa mother tongue instruction. The researcher has investigated how educators dealt with Natural Science terminology when they were teaching Grade 6. The sample consisted of 10 educators from 10 schools in Gugulethu who were teaching Grade 6 Natural Science. The researcher used a focus group interview of 10 educators from 10 schools in Gugulethu. The researcher unpacked the issues of teaching Natural Science in mother tongue instruction, as it was the policy of the Western Cape Education Department (WCED). The researcher looked at the measures put in place by the WCED to pilot schools, such as resources and training of the educators. As a researcher I looked broadly and compared educational policies in other neighbouring countries, such as Mozambique and Swaziland, to South Africa. In a purposive sample, one was likely to get the opinions of one’s target population, but one was also likely to overweight subgroups in one’s population that were more readily accessible. Researcher also consulted some literature such as that of Baker, Alexander, Brock-Utne etc. In conclusion, the researcher used exploratory studies for hypothesis generation, and by researchers interested in obtaining ideas of the range of responses on ideas that people had. However, in this study the researcher used the qualitative methods, with a focus group interview, to gather data on the implementation of mother tongue instruction in a Grade 6 Natural Science classes. The findings of the study seem to indicate that learners understand better if they are taught Natural Science in isiXhosa mother tongue. Therefore, recommendations pose a number of challenges to those committed in the implementation of mother tongue instruction in the Western Cape schools.
11
Weimann, Alan Gilbert. „An analysis of problems arising out of English medium instruction of pupils in ten Ciskeian schools, with particular reference to geography in standard eight“. Thesis, Rhodes University, 1987. http://hdl.handle.net/10962/d1001408.
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Pupils in the Republic of South Africa in the T.B.V.C. States (Transkei, Bophuthatswana, Venda and Ciskei) are expected to commence study in all school subjects, except the first language (Xhosa, Tswana, Venda etc.) and the third language (Afrikaans), through the medium of English at the Std 3 level. English thus is the official medium of instruction for the greater part of the pupil's school experience. All examinations in all subjects (except those mentioned above) are set and answered through the medium of English. School textbooks from Std 3 upwards, in all subjects, are written in English. It is fairly safe to assert, therefore, that English should be the language life of the Higher Primary and Secondary School classroom. In 1953 a UNESCO report of proceedings of a conference held in 1951 maintained that the best medium for teaching a pupil was that of the mother-tongue. The report pleaded for mother-tongue instruction to be extended to as late a stage as possible in a pupil's school life (UNESCO 1953). While such a plea may be grounded on sound psychological and pedagogical reasoning, it is often ignored because of the realities existing within the educational system. The R.S.A. and the T.B.V.C. states are a case in point for as I have already mentioned, examinations, textbooks, and for that matter tertiary education at the post-matriculation level, all employ English as instructional medium. Pragmatism carries the day and the black pupil is compelled to use English. Other factors applicable to the South African context are the existence of many different ethnic groups, each with its own language, and the fact that a shortage of qualified and experienced teachers in many subjects and different levels within the schools has meant that often teachers whose first language is English are involved in teaching pupils from these various language groups
12
Dalvit, Lorenzo. „Multilingualism and ICT education at Rhodes University: an exploratory study“. Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003556.
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In South Africa, the linguistic hegemony of English over the African languages in the academic field reproduces unequal power relationships between their speakers. The present study shows that an intervention shaped by a counterhegemonic ideology can change the attitudes of Black university students, key players in spearheading social change. Usign statistical analysis and survey methodologies, this research explored the hegemonic role of English as the only language of learning and teaching (LoLT) in the discipline of Computer Science (CS) at Rhodes University. The study found that those speakers of an African language who are the most disadvantaged by the use of English as LoLT are also the most likely to resist a more extensive use of their mother tongue as an alternative. A group of such students were involved in the development and use of an online glossary of CS terms translated, explained and exemplified in an African language (isiXhosa). This experience increased the support for the use of African languages as additional LoLT, even in the Englishdominated field of study of Computer Science. This is an initial step towards promoting linguistic equality between English and African languages and social equality between their speakers.
13
Gobingca, Zameka. „Strategies employed by primary school teachers to support non-isiXhosa speaking learners in Mthatha education district“. Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1006250.
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The purpose of this research was to investigate strategies employed by primary teachers to support the non-isiXhosa speaking learners of Mthatha Education District. This was the researcher’s observation and concern emanating from the difficulties displayed by her non-isiXhosa speaking learners, as the medium of instruction in these schools is not their mother tongue. The language of learning and teaching (LOLT) is isiXhosa in the school where the research was conducted. The school is composed of non-isiXhosa speaking and isiXhosa speaking learners. The research sought to address the following questions: 1 What strategies are employed by Mthatha district teachers to support non- isiXhosa speaking learners? 2 What challenges do Mthatha teachers face in supporting the non-isiXhosa speaking learners? 3 How do Mthatha teachers overcome the challenges they face in supporting the non-isiXhosa speaking learners? The qualitative design approach was used in this study. The study was a case study of one Mthatha primary school. Face-to-face interviews were used to collect the data from the six female teachers who teach from Grade 1 to Grade 6 and one male teacher who is the principal of the selected school, and who teaches English and Life Orientation from Grade 7 to Grade 9. The interviews were tape-recorded. The data collection process began after all the ethical consideration requirements were fulfilled and approved by the relevant stakeholders of the research. The thematic approach was adopted as data analysis of the study was guided by the responses given to the questions asked of interviewed teachers. The research showed the following results which surfaced from the data provided by the respondents: (i) Teachers employed few teaching strategies to support the non-isiXhosa speaking learners in their multilingual classroom. The interviewed teachers expressed their challenges as stemming from the large numbers of learners in their classrooms; (ii) IsiXhosa as a language of learning and teaching was a challenge for the non-isiXhosa speaking learners. (iii) Absenteeism and indiscipline by non-isiXhosa speaking learners (iv) Limited or non-involvement of parents in the education of children The data also showed that there was limited support to empower teachers to deal with multilingual classrooms. The study made the following and other recommendations based on the results: teachers should use many teaching strategies in linguistically diverse classrooms. The school management teams (SMTs) should admit learners in relation to the number of teachers available in a school. It is also recommended that schools implement the language policy as it relates to the learners in each classroom. The DoE should increase parental involvement in the education of their children and also provide professional support to teachers.
14
Duncan, Kenneth Foster. „A comparative study of L1 and EFL reading abilities amongst junior primary students using different reading schemes in black schools“. Thesis, Rhodes University, 1995. http://hdl.handle.net/10962/d1002628.
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This thesis examines the development of children's reading skills, in both the mother tongue and English as a foreign language, during their first four years of school. It is an attempt to enter the reading world of very young learners in underdeveloped, mainly rural communities in search of practical insights into the teaching of reading in the junior primary classroom. The research focuses specifically on two approaches to reading instruction. The first is the approach traditionally used in black South African schools, characterised by teacher-centredness and rote-recall techniques. The second is a more progressive and communicative approach encapsulated in the language courses of the Molteno Project. Both approaches, and their theoretical underpinnings, are described in some detail. The context of language-in-education policy in South Africa is also reviewed. The research then tests the hypothesis that a communicative approach to reading pedagogy produces measurably better results in pupils than more traditional methods. The research explores the use of quantitative methods of evaluation, giving justification for their use, and examines the practicability of standardised EFL tests at junior primary level. Existing tests are evaluated and found wanting. The process of developing and administering original hybrid-communicative tests is described. The results of these, which were administered over four years to a total of some 6 000 pupils across the first four years of school, are assessed. Implications for testers, teachers, educational administrators and educational NGOs are extrapolated.
15
Maqam, Eslinah Zodwa. „The experiences of isiMpondo speakers in learning standard isiXhosa through the formal education system : an exploratory study at a school in the Bizana district of the Eastern Cape“. Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017893.
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This study investigates the experiences of isiMpondo speakers in learning standard language through the formal education system. The sociolinguistic factors such as attitudes, language policies and language use in multilingual societies are taken into considerations. The children of non-standard language speakers such as those who speak dialects like isiMpondo have to use another language in their early years in the school system. It is articulated that the isiMpondo that the child brings to the school from the environment is not accommodated simply because it is a non-standard language; whereas the language that is used in the classroom situation is the isiXhosa variety which is a standard one. The research findings show that isiMpondo impacts on learner’s education directly because they lose marks during the course of the year and during examination times if they use it. The study concludes with a recommendation that educators should honour the seven roles of educators by appropriate norms and standards. Some approaches to teaching have been suggested to be used by teachers with regard to inclusivity, as it recognises diversity, and values the following: the uniqueness of the individuals, the experiences, abilities, cultural and language backgrounds of each individual. All in all it seeks to meet the needs of the individual learner by creating a non-discriminatory teaching and learning environment.
16
Dalvit, Lorenzo. „Attitudes of isiXhosa-speaking students at the University of Fort Hare towards the use of isiXhosa as a language of learning and teaching (LOLT)“. Thesis, Rhodes University, 2004. http://eprints.ru.ac.za/16/.
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17
Bottomley, Edward-John. „Governing 'Poor Whites' : race, philanthropy and transnational governmentality between the United States and South Africa“. Thesis, University of Cambridge, 2017. https://www.repository.cam.ac.uk/handle/1810/270079.
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Throughout the twentieth century so-called Poor Whites caused anxiety in countries where racial domination was crucial, such as South Africa, the colonies of European empire and the United States. The Poor Whites were troubling for a number of reasons, not least because they threatened white prestige and the entire system of racial control. The efforts of various governments, organisations and experts to discipline, control and uplift the group necessarily disadvantaged other races. These controls, such as colour bars and Jim Crow laws, had an enormous effect on the countries where the Poor Whites were seen as a problem. The results can still be seen in the profoundly unequal contemporary racial landscape, and which is given expression by protest groups such as Black Lives Matter. Yet the efforts to manage the Poor Whites have thus far been examined on a national basis — as a problem of the United States, or of South Africa, to name just the most significant locales and regimes. This dissertation attempts to expand our understanding of the geography of the Poor Whites by arguing that the ‘Poor White Problem’ was a transnational concern rooted in racial interests that transcended national concerns. The racial solidarity displayed by so-called ‘white men’s countries’ was also extended to the Poor Whites. Efforts to control and discipline the population were thus in service of the white race as a whole, and ignored national interests and national borders. The transnational management of the Poor Whites was done through a network of transnational organisations such as the League of Nations and the Rockefeller Foundation, as well as the careering experts they employed. The dissertation argues that these attempts constituted a transnational ‘governmentality’ according to which these organisations and their experts attempted to discipline a Poor White population that they viewed as transnational in order to uphold white prestige and tacitly maintain both global and local racial systems. This dissertation examines some of the ways in which Poor Whites were disciplined and racially rehabilitated. It examines health and sanitation, education and training, housing standards and the management of urban space, and finally photographic representation.
18
Sedibe, G. Konotia. „A comparison of isiXhosa-speaking learners' responses to word problems given in English and isiXhosa“. Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53234.
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Thesis (MEd)--University of Stellenbosch, 2003.ENGLISH ABSTRACT: According to Prins(1995), readability factors in Mathematics text do not only influence the comprehension of questions, but also have a marked influence on learner achievement levels. Extending on Prins (op cit), this study sought to investigate whether there are any differences in the quality of interpretation and choice of algo-heuristic methods when isiXhosa-speaking learners respond to mathematical word problems set in English and isiXhosa. The study was located within an ethnographic framework, with all of the 109 participants speaking isiXhosa as LI. The participants were in grades 8 (44), Grade 9 (29) and grade 10(36) and all took Mathematics as one of their school subjects. Learners were divided into four groups based on achievement levels in English in June examinations. The study was cross-sectional, with each of the four groups comprising learners who were good achievers, average achievers and under achievers in English second language. A unique methodological and data collection design was undertaken in such a way that each of the participants responded to word problems set in both English and isiXhosa. Two questions were administered to all learners (one in each of the two languages). The two questions were written in two sessions. If a learner responded in English during the first session, s/he will respond in isiXhosa during the second session and vice versa. There was a 5-minute break in between the sessions. Data was analysed both quantitatively and qualitatively. The broad focus of the analyses was on learners' quality of interpretation of the given word problems and the choice of computational methods they employed when they responded to the word problems. Three categories were investigated under each of the focus areas. Categories investigated under the quality of interpretation were: [J Totally false interpretation [J Partially correct interpretation and [J Totally correct interpretation Categories investigated under the choice of computational methods were: [J Standard methods [J Non-standard methods [J Unidentifiable methods The evidence gathered suggested that isiXhosa-speaking learners interpret word problems better when they are set in isiXhosa rather than English. Another important finding was that isiXhosa-speaking learners prefer to use standard methods when they respond to word problems set in English and also prefer to use non-standard methods when they respond to word problems set in siXhosa.
AFRIKAANSE OPSOMMING: Volgens Prins (1995) beïnvloed leesbaarheidfaktore in Wiskundetekste nie net die verstaan van vrae nie, maar het dit ook 'n merkbare invloed op leerders se prestasievlakke. Ter uitbreiding op Prins (op cit) het hierdie studie gepoog om ondersoek in te stelof daar enige verskille in die kwaliteit van interpretasie en keuse van algo-heuristiese metodes is wanneer isiXhosasprekende leerders op wiskundige woordprobleme reageer wat in Engels en isiXhosa gestel is. Die studie is binne 'n etnografiese raamwerk geplaas. Al 109 deelnemers het isiXhosa as eerste taal gepraat. Die deelnemers was in Graad 8 (44), Graad 9 (29) en Graad 10 (36) en het Wiskunde as een van hul skoolvakke geneem. Leerders is in vier groepe verdeel, en die indeling is op prestasievlakke in Engels in die Junieeksamen gebaseer. In hierdie deursneestudie het elk van die vier groepe uit leerders bestaan wat goeie presteerders, gemiddelde presteerders en onderpresteerders in Engels tweede taal was. 'n Unieke metodologiese en data-insamelingsontwerp is op so 'n wyse toegepas dat elkeen van die deelnemers op woordprobleme gereageer het wat in beide Engels en isiXhosa gestel is. Twee vrae is aan elke leerder gestel, een in elk van die twee tale. Die twee vrae is in twee sessies beantwoord. As 'n leerder tydens die eerste sessie in Engels reageer het, sou sy/hy tydens die tweede sessie in isiXhosa beantwoord, en omgekeerd. Daar was 'n pouse van vyf minute tussen die sessies. Data is beide kwantitatief en kwalitatief ontleed. Die breë fokus van die analises was op die kwaliteit van die leerders se interpretasie van die woordprobleme en die keuse van bewerkingsmetodes wat hulle aangewend het wanneer hulle op die woordprobleme reageer het. Drie kategorieë is in elk van die fokusareas ondersoek. Die kategorieë wat onder die kwaliteit van interpretasie ondersoek is, was: Cl 'n Algeheel verkeerde interpretasie Cl 'n Gedeeltelik korrekte interpretasie en Cl 'n Algeheel korrekte interpretasie Kategorieë wat onder die keuse van bewerkingsmetodes ondersoek is, was: u Standaardmetodes u Nie-standaardmetodes en o Onidentifiseerbare metodes Die gegewens wat ingewin is, het daarop gedui dat isiXhosasprekende leerders woordprobleme beter interpreteer wanneer die probleme in isiXhosa eerder as in Engels gestel is. 'n Ander belangrike bevinding was dat isiXhosasprekende leerders verkies om standaardmetodes aan te wend wanneer hulle op woordprobleme wat in Engels gestel is, reageer, en dat hulle ook verkies om nie-standaardmetodes te gebruik wanneer hulle op woordprobleme reageer wat in isiXhosa gestel is.
19
Knoetze, Susanna. „An investigation into the mathematics teaching practices of non-isiXhosa-speaking teachers teaching isiXhosa-speaking 3rd Graders through the medium of Afrikaans“. Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1018910.
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There is a considerable body of literature on the challenges faced by learners who speak an African language at home but who are taught through the medium of English. Less research has focused, however, on contexts where isiXhosa-speaking learners have Afrikaans as their Language of Learning and Teaching (LoLT), especially in Foundation Phase classrooms where teachers may not speak their learners’ home language. Such learners face the triple challenge of simultaneously learning a second language, learning to read in that language, and also learning new content and concepts through it. Using a multiple case study design, this investigation explores the mathematics teaching practices of Afrikaans-speaking Grade 3 teachers teaching isiXhosa-speaking learners through the medium of Afrikaans. Separate contextual profiles of the teaching practices of the participating teachers at the three schools are presented. Data were derived from school, classroom, and lesson observations (at least five complete mathematics lessons of each teacher), plus interviews with the teachers and with their school principals. By drawing on Vygotskian sociocultural theory and the interactive model of second language acquisition, this study highlighted the teaching practices of the three teachers as they mediated their learners’ mathematical conceptual development. An inductive data analysis approach was used to isolate recurring themes and patterns. Four main themes were identified: structuring of teaching and learning, facilitating of interaction, language use and implementation of mediating strategies. Analysis of the data shows that all three teachers’ language use displayed high levels of modified input, and high levels of context-embedded support. The levels of scaffolded learner talk were, however, found to be much lower than the levels of teacher talk, especially as far as academic registers were concerned. The teachers’ mediation strategies also displayed high levels of teacher-directed input which, on the whole, did not provide optimal opportunities for learners to develop independent levels of academic discourse. The study highlights the need for further research to inform teacher education and development with regard to more effective support structures to assist teachers with the sorts of challenges outlined above.
20
Fobe, Mila Pamella. „Language policy and practice at CM Vellem and PJ Olivier primary schools“. Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1002161.
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This study looks at language policy and practice at two Eastern Cape schools. It further explores the link between language learning and teaching. Language implementation strategies were the main focus of this study. The Language-in-education policy of the Republic of South Africa (1997) promotes the use of all nine African languages, which have been afforded the status of official languages. This study looks at the language teaching practices at two Grahamstown primary schools, where isiXhosa and Afrikaans have been used as media of instruction. Qualitative methods were used, and the study took the form of interpretive case studies.Thuto e, e ikaelela go tshegetsa patlisiso e e ka ga gore dipuo tsa Selegae tsa Seaforika mo Aforikaborwa di tshwanelwa ke go tsewa ka maemo le mokgwa o o lekanang go ya ka Molaotheo wa Aforikaborwa. Ka jalo, e tlaa utolola,e ribilole ditsela le go batla malepa a puso ya Aforikaborwa e ka fitlhelelang setšhaba se se kwa magaeng, se bokgoni jwa kitso ya Seesimane bo leng kwa tlase mo go bona. Bothata ke gore Aforikaborwa e laolwa bogolo ke tiriso e e kwa godimo ya Seesimane mme puso e tshwanelwa ke gore e tlose dikgoreletsi tse di leng teng ga jaana tsa puo. E bowe gape e thibele go se lekalekaneng ga botshelo ka kakaretso mo loagong go go tlholwang ke go sa lekalekaneng ga kitso ya dipuo mo setšhabeng ka kakaretso. Ditshwanelo mo puong fela jaaka ditshwanelo dingwe le dingwe tsa botho, di tshwanelwa ke go sireletswa, jaaka di akareditswe mo Molaotheo o mošwa wa temokerasi wa Aforikaborwa.
21
Manditereza, Blandina. „Improving quality of pedagogical practices in English as a language of learning instruction“. Thesis, Bloemfontein : Central University of Technology, Free State, 2013. http://hdl.handle.net/11462/211.
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Thesis (M. Tech. (Education)) -- Central University of Technology, Free state, 2013This study investigates current pedagogical practices in teaching in English as a language of learning and instruction. The study seeks to examine whether current teachers are in need of re-training or whether they possess relevant content pedagogical knowledge to use English as a medium of instruction. At present, the Governing Bodies of schools have the authority to choose the language of learning and instruction according to the provisions of the Constitution.The language chosen as the medium is critical since it assumes the role of mediator between text and learner, and teacher and learner. The research uses the interpretive paradigm and in particular engages (Vygotsky 1978) and Chomsky (1986) as theorists of language acquisition who write from a constructivist perspective. Methods of data collection are drawn largely from the qualitative methods and to a lesser extent from quantitative methods. Instruments for data collection included questionnaires, interviews and lesson observations. The research study focuses on foundation phase teachers and learners in four purposefully selected schools, comprising former Model C and public township primary schools. The findings of the study suggest that learners, especially from township schools, find it difficult to learn in English as a medium of instruction probably because of limited exposure to English in both the school and home environment. On the contrary, learners from former Model C schools seem to be at an advantage because they use English in all spheres of school life, in and out of the class, resulting in more exposure and repetition. The findings seem to indicate that teachers‘ limited proficiency in English negatively affects quality of pedagogical practises in the language of learning and instruction. Lesson observations support findings that teachers‘ limited proficiency do affect education. This study further suggests that most non-native English teachers are inadequately prepared to use English as the medium of instruction. This inadequacy consequently results in some teachers failing to meet the language-related needs of learners due to their limited proficiency in the language of learning. This point is demonstrated by evidence from the observed lessons, recorded interviews and reviewed literature. The study further reveals that most teachers have difficulties with pronunciations, terms and vocabulary appropriate for grade two learners in this instance. Additionally, four factors affecting pedagogic practises were reflected in the study. These were class inequalities, different distribution of knowledge, differences in access to knowledge and social class differences. These factors were experienced through different pedagogic practices employed by different participants.
22
April, Thozama. „Theorising women: the intellectual contributions of Charlotte Maxeke to the struggle for liberation in South Africa“. Thesis, University of the Western Cape, 2012. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_3847_1360849448.
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The study outlines five areas of intervention in the development of women&rsquo
s studies and politics on the continent. Firstly, it examines the problematic construction and the inclusion of women in the narratives of the liberation struggle in South Africa. Secondly, the study identifies the sphere of intellectual debates as one of the crucial sites in the production of historical knowledge about the legacies of liberation struggles on the continent. Thirdly, it traces the intellectual trajectory of Charlotte Maxeke as an embodiment of the intellectual contributions of women in the struggle for liberation in South Africa. In this regard, the study traces Charlotte Maxeke as she deliberated and engaged on matters pertaining to the welfare of the Africans alongside the prominent intellectuals of the twentieth century. Fourthly, the study inaugurates a theoretical departure from the documentary trends that define contemporary studies on women and liberation movements on the continent. Fifthly, the study examines the incorporation of Maxeke&rsquo
s legacy of active intellectual engagement as an integral part of gender politics in the activities of the Women&rsquo
s Section of the African National Congress. In the areas identified, the study engages with the significance of the intellectual inputs of Charlotte Maxeke in South African history.
23
Van, Zijl George Clifford. „n Prosesbenadering tot skryfonderrig (Afrikaans Eerste Taal) in die intermediêre fase“. Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52966.
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Thesis (MEd)--University of Stellenbosch, 2002.ENGLISH ABSTRACT: Presently(2002) South Africa finds itself in the centre of a transformation process as far as the provision of education is concerned. Curriculum restructuring is an ongoing process. An exciting development which is coupled herewith is the dissemination of curriculum information, in order to implement outcomes directed curriculum development successfully. This implies that educators must be able to handle these challenges; it demands that they have to be empowered in respect of appropriate curriculum knowledge and skills. In the concept document "Revised National Curriculum Statement for gr. R-9" specific mention is made of the fact that pupils should in future become familiar with the process of writing, which includes prewriting, concept writing, revision, editing and publishing. Indeed a great challenge for educators, acting as facilitators. When learners write, they must follow the aforesaid process. The fact that language, oral as well as written, assists pupils in brightening their thoughts and conveying their observations while they are forming and testing ideas, researcher is of the opinion that more time should be spent on the purposeful teaching of writing in the intermediate phase (gr. 4-6). In the light of the aforesaid the aim of this thesis was to establish, by means of a questionnaire, whether primary schools, and more specific the intermediate phase (gr. 4- 6), are implementing a writing development programme in which the process approach to writing forms an integral part of the teaching. The gathered information was used to suggest strategies for the implementation of a process approach to writing development.
AFRIKAANSE OPSOMMING: Tans (2002) IS Suid-Afrika midde-in 'n transformasieproses In soverre dit onderwysvoorsiening betref. Kurrikulumherstrukturering vind voortdurend plaas. 'n Opwindende ontwikkeling wat met hierdie herstrukturering gepaard gaan, is die disseminering van kurrikulurninligting om uitkomsgerigte kurrikulumontwikkeling suksesvol te implementeer. Dit impliseer dat onderwysers in staat moet wees om hierdie uitdagings te kan hanteer; dit vereis dat hulle ten opsigte van toepaslike kurrikulumkennis en vaardighede bemagtig moet word. In die konsepdokument "Revised National Curriculum Statement for gr. R-9" word spesifiek daarna verwys dat leerders moet leer dat skryfwerk 'n proses is wat die volgende insluit: preskryf, konsepskryf, hersiening, redigering en publisering. Wanneer leerders dus skryf, moet hulle dié skryfproses volg. Omdat die gebruik van taal, mondeling sowel as skriftelik, leerders help om hulle denke te verhelder en hul waarnemings oor te dra terwyl hul idees vorm en toets, is navorser van mening dat meer tyd aan skryfonderrig in die intermediêre fase (gr.4-6) afgestaan moet word. Die probleem wat in hierdie tesis ondersoek is, is of 'n prosesbenadering tot skryfonderrig, waarin die onderwyser sy onderrig aan die hand van die kurrikulum en leerderkennis en - insette uitbou met doelbewuste onderrig van die skryfproses, en 'n daarmee gepaardgaande geleide komponent waaronder verstaan word die onderrig van skryfvaardighede, 'n bruikbare metode vir skryfonderrig in die intermediêre fase (gr.2-6) is. 'n Empiriese vraelysondersoek is by laerskole gedoen, en die verkreë inligting is gebruik om voorstelle aan die hand te doen waarvolgens 'n prosesgerigte skryfontwikkelingsprogram geïmplementeer kan word.
24
Masina, Edward Muntu. „An analysis of African reluctance to meet the labour demands of the Transvaal colony as expressed in the Labour Commission of 1903 and the South African Native Affairs Commission, 1903-1905“. Diss., 2002. http://hdl.handle.net/10500/756.
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The Transvaal Colony experienced a huge problem with the scarcity of African labour for the mines and for the farms after the South African War. From 1901 to 1906 African labourers displayed great reluctance to meet the labour demands of the Transvaal colony. Both black and white witnesses to the Transvaal Labour Commission (TLC) and the South African Native Affairs Commission (SANAC) gave their views regarding the reasons why African labourers were unavailable for wage labour.
The Chamber of Mines dominated the proceedings of the TLC so that in the end very little objective information could be gained from the TLC. Africans themselves, testifying before SANAC stated a number of grievances which might have been responsible for the widespread withdrawal from employment on the mines. It became clear that Africans preferred to work independently rather than to provide labour for whites who ill-treated them. This they could only do if land was available to them.History
M.A. (History)
25
Moore, Andrew John. „Natal's "Native" education, 1917-1953 : education for segregation“. Thesis, 1990. http://hdl.handle.net/10413/3918.
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The Natal Education Department's "Native" education system which functioned from 1910 to 1953 has often been termed a good example of "liberal" education for Africans. However an investigation into the administrative structure and curricula content of this education order proved that numerous similarities existed between "Native" education, as formulated by the Natal Education Department, and "Bantu" education as established by the Nationalist government as part of its apartheid program. "Native" education in Natal could be considered a forerunner of "Bantu" education. Both systems were designed to achieve similar aims, eg. to maintain the social divisions, aid in the reproduction of semi-skilled labour and bolster the reserve system and migrant labour system. Course content was geared, in both "Native" and "Bantu" education, to promote a specific way of life for the African - a life that was both rural and agrarian in nature. A continuity of both method and aim existed between the two education orders. In effect, despite the different rhetoric and arguments used by the authorities of these two education systems, both implemented systems aimed at maintaining segregation. Emphasis is placed on exposing the true character of "Native" education as well as developing the argument that "Native" and "Bantu" education should be seen as the continuation of a specific education order rather than two distinct and different systems. This study focuses on Natal's 'Native' education and reveals it as a system designed to promote segregation and protect white interests. It too did not have the true interests of African children at heart.Thesis (M.A.)-University of Natal, 1990.
26
Mutsila, Ndivhuho. „The role of African languages in education and training (skills-development) in South Africa“. Diss., 2003. http://hdl.handle.net/10500/1953.
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This study investigates the possibilities of incorporating African languages in skills development and training in South Africa as part of functional multilingualism. This investigation is done in relation to the Skills Development Act (Act No.97 of 1998) promulgated by the South African government, through parliament in order to address skills shortage among workers in South Africa the majority of whom are black whose education and training needs can be more effectively addressed through mother-tongue instruction than through English or Afrikaans. A literature review of global trends in skills-development initiatives and strategies indicates that the use of indigenous languages in skills development ensures success in skills transference and also enhances language development and language promotion. Empirical research was done in the mining and minerals industry at Beatrix Gold Mine, Free State.African Languages
M.A. (African Languages)
27
Nkosi, John Pilson. „Mother tongue instruction in a secondary school in Mpumalanga : a survey of grades 10 and 11 learners and teachers“. Thesis, 2011. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1000348.
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Thesis (MTech. degree in Education.)--Tshwane University of Technology, 2011.The Constitution of South Africa in its Bill of Rights and the Language Policy introduced nine more official languages in addition to English and Afrikaans which were the only languages used as media of instruction in schools before 1994. The other nine official languages now embraced by the Policy as the media of instruction in schools are isiZulu, siSwati, isiNdebele, isiXhosa, Sepedi, Sesotho, Setswana, Xitsonga, and Tshivenda. The purpose of this study was to determine how the Language Policy is implemented in secondary schools in Mpumalanga.
28
Mothata, Matoane Steward. „The provision of education to minorities, with special emphasis on South Africa“. Thesis, 2000. http://hdl.handle.net/10500/17519.
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Against the background of the lack of consensus on the definition of the concept
minority and the continuing debates on minorities and their rights in education, a
need exists for adequate provision of education suitable to different minorities.
This study investigates the provision of education to minorities. A literature
survey investigated how various countries make provision for minorities in their
education systems, starting from the Constitutions and various education laws to
educational practice. These countries include Belgium, Getmany, the
Netherlands, the United Kingdom (UK) and Italy. Regarding South Africa, an
analysis of documents dealing with the provision of education to minorities was
undertaken. Unstructured interviews, from a small sample of informants selected
by purposeful sampling, elicited additional data to the document analysis. Data
was analysed, discussed and synthesised. The major findings are: there is no
international consensus on the definition of the concept minority; the concept
minority does not even appear in the Constitutions of some of the countries
under investigation; the South African Constitution uses the concept
communities rather than minorities. However, no definition of the concept
community is provided and despite reservations expressed by a key informant
on group rights, generally the South African Constitution contains enough
sections regarding the provision of education to minorities. Subject to certain
limitations, minority groups may open their own schools and use their own
language. Based on these findings, recommendations for educational provision
for minorities are made.Educational Studies
D.Ed. (Comparative Education)
29
Mudzanani, Ndiimafhi Nelson. „Effect of language of instruction on learners in secondary schools in Vhembe district, Limpopo Province“. Thesis, 2009. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1000255.
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M. Tech. Education Tshwane University of Technology 2009.Determines the effect of language of instruction (LOI) on the performance of learners in Vhembe District, Limpopo Province. The findings revealed that language of instruction has an effect on the performance of learners. There is difference in the performance of learners who use mother tongue as medium of instruction compared to those using second language as medium of instruction. The government practices and peoples perception on the issue of language of instruction in African schools are the main factors hindering the introduction of African languages as medium of instruction in African schools. Recommendations were made that the Department of Education must support the constitutional right to equality of all languages by encouraging local language use in all the activities in local state institutions. The retraining of educators and translation of English books into African languages is to be done as matter of urgency.
30
Baker, Marian Joan. „The historical construction of policy as discourse: the report of the commission of technical education and vocational education in South Africa 1945-1948“. Thesis, 2016. http://hdl.handle.net/10539/20445.
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A research report submitted to the Faculty of Education, University of the
Witwatersrand, Johannesburg, in partil:lI fulfilment of the requirements for the
degree of Master of Education •
.Johannesburg, 1999The following research 'aport presents an outline of !~e De Villiers Commission Report of 1948, and contains biographical information concerning its authors. The Report intended to refine and establish policy guidelines for technical and vocational education in the 1940s. The research will attempt a review of the relevant literature which examined the Report and its hlstorlcal context. In addition, it will be argued that the limitations of some of the literature can be countered by reflecting on the discursive production of educational knowledge in South African policy. Furthermore, it will be proposed that two areas of concern, namely race and gender, are categories that are often under-investigated In relation to an analysis of official documents. It.is hoped that this account will contribute to the continued debate concerning what is frequently perceived as the dichotomous relationship between vocational and "general" education.
31
Keane, Moyra. „The effect of the RADMASTE science dictionaries on students' understanding of science concepts“. Thesis, 1998. https://hdl.handle.net/10539/26130.
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A research report in part fulfilment of the
requirements of an MSc in Science Education at the
University of the WitwatersrandThis study reports the findings of a research project in a DET (Department of Education and Training)* school in Mamelodi, South Africa, in 1995. An investigrtion was carried out to ascertain whether students benefit from having access to science definitions in their vernacular, and to determine their preference in terms of the medium of instruction in the science classroom. A Science Concept Guide, written at RADMASTE** Centre, was used as the main component of the intervention in a pretest - post-test study. This was followed by student questionnaires and interviews. The Concept Guide consisted of definitions and explanations of Physics and Chemistry concepts arranged according to themes. These explanations were translated into North Sotho. Two groups of Std 10 students participated in the evaluation of the Concept Guide. One group used an English version of the Concept Guide and the other an English and North Sotho version. The differences between the pre-test and post-test scores of each group were compared. The results indicated that a significant improvement in scores had occurred in the English and North Sotho Group. Interview results showed that a number of students were in favour of having learning material of this sort available in their vernacular and claimed that they had found it helpful. In general, both groups expressed favourable comments about the Guide. Opinions about medium of instruction varied. Overall, findings indicate that further efforts in the development of vernacular material for the learning of science would prove beneficial. Although the area of policy decision is outside the scope of this study, it hopes to contribute in some way to the knowledge about the preferred medium of learning in South Africa.
Andrew Chakane 2018
32
„Language learning in a multicultural classroom“. Thesis, 2012. http://hdl.handle.net/10210/7022.
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M.Ed.The problem of different languages, as well as academic, social and educational performance, among learners of different cultures within a multicultural school career, is a cause for concern. The number of cases of failure, underachievement, low self-image and poor socialisation is unacceptably high among these learners of diverse cultures. The unfamiliar educational milieu leads to feelings of frustration and confusion. Although it is true that the explanation for this frustration and confusion is complex, certain aspects of the problem are readily identifiable, viz. the unpreparedness of the new learner to learn in a strange language rather than his mother-tongue; his inability to adapt quickly enough to the new milieu; and the low academic and educational standards to which he has previously been accustomed. The expectations to which such a learned is subjected are, inter alia, that they should be able to speak and read fluently; that they should be able to interact socially in an acceptable way; and that they should aim to perform well in spite of new academic expectations and challenges. Many learners of various cultures do not have the abovementioned abilities and qualities, hence the necessity to intervene when it comes to studies in a foreign, i.e. non-mother-tongue, language. This study is thus of instructive value. The literature review confirms the existence of the above named problem, which is discussed from the learner's point of view, together with areas for concern and suggestions for strategies for possible success in overcoming the problem. The most challenging task of all is that of the teacher in the classroom. This is where an atmosphere can and must be created in which the less privileged learner can be exposed to a productive learning environment so that he can achieve his full potential. The teaching profession in South Africa is on the threshold of enormous change; and its role in the creation of a new nation is pivotal.
33
Ndukwani, Tiyiselani. „The attitudes of grades 5-7 Xitsonga learners towards learning English as a first additional language“. 2016. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001913.
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M. Tech. Language PracticeThis study investigates the attitudes of Grades 5-7 Xitsonga learners towards learning English as a first additional language using the four language skills viz. listening, speaking, reading and writing. Variables such as attitude, orientation, motivation, and anxiety are imperative, influential factors to consider when studying aspects that contribute to learning a second language. Learners' attitude towards language learning is considered to be the key factor that affects the levels of learner motivation in their trajectory to learn a language and are intertwined with the aspect of motivation. This study explores the attitudes of learners from a particular primary school towards learning English as a first additional language. This study deals with a sample of a selected primary school's learners' attitudes towards learning English as a first additional language. The first language of these students is Xitsonga, one of the eleven official languages in South Africa.
34
Pienaar, Marius. „Leerderbehoeftes as 'n determinant vir 'n kurrikulum vir Afrikaans eerste taal“. Thesis, 2014. http://hdl.handle.net/10210/9377.
Der volle Inhalt der QuelleAnnotation:
M.Ed. (Curriculum Studies)Many changes are taking place in our country. One aspect that must be emphasized, is provision for proper education. The demands on our country and its citizens, necessitate change in education. In South Africa there are still many defects concerning education. There are for example many uncertainties about curriculum, and attempts are made to eliminate defects in syllabi. One of the curricula concerned, is that of Afrikaans First Language. Due to current changes multi-cultural schools have been founded. Thus the curriculum must change in order to accommodate everybody. A new and better curriculum for Afrikaans First Language will have to be brought about to benefit all mother tongue speakers of Afrikaans. This study clearly shows that a relevant first language curriculum is necessary for Afrikaans First Language. This study will point out that certain needs exist among learners and teachers of Afrikaans First Language, which can contribute towards a new and better Afrikaans First Language curriculum. A literature study has been done on curriculum design. Here is shown what a curriculum is and what curriculum design entails. This is done according to the design principle and is carried into effect in first language teaching. There is concluded that Afrikaans First Language must be conceptualised and that attention must be given to subject matter.
35
Nyangiwe, Bulelwa Lynette. „The language-in-education policy and attitudes of learners, educators and parents towards English or/and isiZulu as the language of learning and teaching : the case of selected secondary schools in Durban Metro in KwaZulu-Natal province“. Thesis, 2004. http://hdl.handle.net/10413/9088.
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South Africa has undergone many political changes since the apartheid era. A
recent one has included the adoption of a new language-in-education policy
recommending, among other things, the use of African indigenous languages as
languages of learning and teaching (LOLT). The country has moved into a
system in which learners and schools are entitled to choose their preferred
LOLT. However, there have been few concrete changes to accommodate this
choice. In particular, the above language-in-education policy has not yet been
adequately implemented in schools.
This study investigates learners', educators' and parents' attitudes towards the
use of English or /and isiZulu as the medium of learning and teaching in Durban
in KwaZulu-Natal province. I ascertain if there are similarities and differences, if
any, in the responses of the three groups of stakeholders from two secondary
schools. I also demonstrate the implications of the attitudes of these
stakeholders for the implementation of the current language-in-education policy.
Lastly, I make recommendations that will assist language policy makers
regarding the current language-in-education policy.
The study shows that there are mixed feelings regarding the LOLT issue. It was
found that the respondents largely favour the use of English as the medium of
instruction, yet some of the responses are self-contradictory, in that they
simultaneously want isiZulu to be used as early as grade 1 as LOLT. Most
respondents still envisage a future where English will continue to have political,
educational, social and economic power over isiZulu.
There is thus an urgent need for the Department of Education to review the
current language-in-education policy and address issues that might be hindering
its implementation. The policy is likely to fail unless some intervention strategies
are taken to address these problems. It is hoped that this study will help to
highlight issues that can be further investigated in this area.Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2004.
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Liebenberg, Barend Frederik. „Relevansie van kultuurgebonde onderwys vir die verwesenliking van behoorlike volwassewording : 'n studie in tydsperspektief“. Thesis, 1997. http://hdl.handle.net/10500/17213.
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Summaries in English and AfrikaansIn die verlede het matrikulante van Tswanaskole in die Noord-Kaap oor die algemeen nie goeie uitslae verkry nte. Politieke onstabiliteit wat tot klasboikotte aanleiding gegee het, was as een van die hoofredes aangevoer. Die hoofoorsaak van hierdie navorsing is om die rol van kultuur wat tot swak prestasie lei, te bepaal. Met behulp van literatuurstudie is bepaal dat daar 'n noue verband tussen onderwys/opvoeding, volwassenheid en kultuur bestaan. Geen mens kan volwassenheid bereik sonder opvoeding nie en verskillende kulture het verskillende kriteria vir volwassenheid. Die skole in Suid-Mrika is oop vir alle rassegroepe en die gevolg is dat 'n verskeidenheid van kultuurgroepe in een klaskamer onderrig ontvang. Om kontlik en misverstande in die klaskamersituasie te voorkom, kan van multikulturele onderwys gebruik gemaak word. Met die empiriese ondersoek is deur middel van vraelyste en onderhoude probeer vasstel watter kultuuraspekte 'n rol speel in die swak akademiese prestasies onder Tswana-matrikulante. Die medium van onderrig is 'n probleem in 'n multikulturele land waar dit soms, tot nadeel van die kind, onprakties is om moedertaalonderrig toe te pas. Wat Engels as medium van onderrig betref, is dit problematies vir baie Tswanas in die Noord-Kaap wat voorskools min met Engels in kontak kom. Wat die kultuur-historiese aspekte betref, is die Tswanas trots op hulself en wil graag kontak maak met ander kultuurgroepe en meer van hulle leer. Sosiaal-ekonomies woon baie Tswanas as uitgebreide gesinne in klein huise. Onderwysers sal professioneel moet optree in die uitvoering van hulle pligte. Leerlinge sal verantwoordelikheid moet erken vir hulle dade en saam sal beide onderwysers en leerlinge moet bou aan die skep van 'n leerkultuur by die skool.
Matriculants from Tswana schools in the Northern Cape generally have been achieving poor results. Political instability leading to class boycots has been regarded as one of the main reasons. The main reason for this research is to determine the role played by culture in the achievement of poor results. A literature survey has indicated that there is a close interrelationship between education/ upbringing, adulthood and culture. A human being cannot reach adulthood without education and different cultures have different criteria for maturity. Schools in South Africa are open to all race groups which results in a variety of cultural groups receiving education in the same classroom. To avoid misunderstandings and conflicts in the classroom, multicultural education may be used. With the empirical investigation by means of questionnaires and interviews an attempt is made to determine which cultural aspects play a role in the poor academic results achieved by Tswana matriculants. The medium of instruction is a problem in a multi-cultural country where it is sometimes impractical to apply mother tongue education. As far as English as medium of instruction is concerned, it is problematic for many Tswanas in the Northern Cape as they are seldom exposed to it during their pre-school years. As far as the cultural-historical aspects are concerned, the Tswana is a proud people who gladly make contact with and want to learn from other cultures. Socio-economically many Tswanas live as e..'Ctended families in small dwellings. Educators will have to act professionaly in the execution of their duties. Pupils will have to accept responsibility for their actions and build, with the teachers, a cultUre of learning at every school.
Educational Studies
D. Ed. (Historiese Opvoedkunde)
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Coertzee, Geraldine. „Open sesame! : learning life skills from Takalani Sesame : a reception study of selected grade one learners in Pietermaritzburg, South Africa“. Thesis, 2011. http://hdl.handle.net/10413/6374.
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Early Childhood Development (ECD) programmes are important in the promotion of intellectual development and school readiness in children. Equally important is the opportunity to learn in one‟s mother tongue. This study aimed to determine the value of using the multilingual television series Takalani Sesame as a Life Skills educational resource in specific South African schools, amongst Grade One learners. The focus lay on researching a possible mechanism for allowing children who had not attended quality ECD programmes to „catch up‟ in terms of knowledge they may be lacking, as well as providing a form of mother tongue instruction to African learners in schools where the language of instruction is English.
A field experiment and a reception study were carried out at a primary school in Pietermaritzburg, South Africa. Two groups of twelve Grade One learners (from two different Grade One classes at the same school) were included in this research, which spanned a period of 6 months. The children in the test group watched a television series of Takalani Sesame (with guided viewing) and completed related activities including post viewing and homework activities. The children in the control group were not shown the series at school. Both groups were administered the same questionnaire both pre- and post-test in order to determine changes in Life Skills related learnt data. Other research methods included participant observation, focus group discussions, interviews with parents/caregivers and interviews with educators. These used Social Cognitive Theory as their basis, taking constructs that impact on behaviour change, such as modelling, outcome expectancies and behavioural capabilities into account. The research included a large focus on interpersonal communication between researcher and learner, and caregiver and learner, plus a concentration on the children‟s knowledge of and attitudes surrounding HIV/AIDS.
Results showed satisfactory levels of attention to the series, as well as high levels of engagement with and enjoyment of the series. Levels of identification with characters were also noted to be high, increasing the possibilities of learning and behaviour change taking place. Decoding of messages was, for the most part, in line with the intentions of the producers, although oppositional readings, erroneous and creative
decoding were also noted in some instances. The guided viewing component did well to increase levels of attention to the episode as well as allow for erroneously decoded messages to be corrected almost immediately. Positive changes in learnt data in the Life Skills areas of HIV/AIDS, Nutrition and Safety and Security were identified and these were noted to be impacted on by the homework activities which were included in the intervention to promote parent/caregiver-child communication. The research intervention was deemed to be a success in the selected school, and could possibly be recommended for use in similar South African primary schools where learners are taught in a language which is not their mother tongue. Possible areas for future related research were outlined.
This research study contributes to the body of Entertainment Education (EE) research by identifying a new and valuable application for an EE intervention in the South African setting. This highlights the important aspects of localisation, in the South African context, promoting mother tongue learning and ECD.Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2011.
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Cockburn, Jessica Jane, B. Khumalo-Seegelken und Martin Herrer Villet. „IziNambuzane: isiZulu names for insects“. 2014. http://hdl.handle.net/10962/d1014581.
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We provide a tool for communicating about insects in isiZulu to facilitate research and knowledge sharing in the fields of indigenous knowledge, cultural entomology, environmental education and community extensioninvolving isiZulu speakers. A total of 213 different names for 64 insect specimens were encountered among a sample of 67 respondents in 11 communities distributed across the province of KwaZulu-Natal, South Africa. This list includes 93 names that can be considered core isiZulu vocabulary and which are widely used to identify insects that are agriculturally, medically, domestically, culturally or ecologically common or significant. Substantial variation was found regarding the names for particular insects, especially between regions, suggesting dialectal differences between isiZulu speakers. Grammatical and social variation in names was also recorded. This study highlights interdisciplinary teamwork in the field of indigenous knowledge research and the influences affecting the standardisation of South African languages for technical and scientific work.
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Allie, Jane Jennifer. „Die inskakeling van moedertaalsprekers van Afrikatale in laerskole in Eldoradopark“. Thesis, 2012. http://hdl.handle.net/10210/6346.
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M.A.South Africa is going through a transitional phase and urbanization, which among other things, has caused many families to resettle. The education system is no longer based on bilingualism with English and Afrikaans as the languages used in the senior primary phase. Our multicultural, multilingual society requires that children from different backgrounds be taught in the same classes. Schools in Eldorado Park have experienced an influx of learners with other mother tongues than English and Afrikaans into the schools. This influx has brought with it challenges for both learners and teachers. Teachers had to adapt their teaching methods to accommodate these challenges. Coupled with this is the rationalisation and redeployment process of teachers which is currently taking place. This has resulted in big classes with some catering for as many as fifty learners. Mother tongue speakers of African languages, with or without the necessary language background in English and Afrikaans, are admitted to the schools in different grades and find themselves in classes with learners who are fluent in English and Afrikaans. In this study some of the problems that teachers and learners experience are identified, the participation of parents in the education process is emphasised and the importance of language planning with regard to the child's medium of instruction and the school's first and second languages stressed. The research has touched on the implications of various aspects of language acquisition and learning (amongst other important findings). It was found that teachers need continual support from the government, the parents and the school's governing body.
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Ampofo, Isaac Yaw. „The challenge of using English as a medium of technology instruction: a study of grade 9 in King Sabata Dalinyebo district, Eastern Cape“. Thesis, 2009. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1000228.
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Thesis (MTech. degree in Education) -- Tshwane University of Technology, 2009.The English language is not used by the majority of people in their daily and normal conversations at King Sabata Dalindyebo (KSD) district. It is not even encouraged in many homes and townships because it is associated with an oppressive regime. Hence, it is difficult for children to experience the English language before they start formal education. This study investigated the challenges posed by the English language in the teaching and learning of Technology in Grade 9 at King Sabata Dalindyebo educational district. The first section of the study focused on the language policy in schools, and the second part investigated language practice in schools and classrooms. Structured interviews were conducted with 5 learning areas specialists of the General Education and Training (GET) Band in the district. Closed questionnaires were administered to sampled technology teachers, and a literature review of previous studies on the topic was also conducted. The study revealed that the English language poses a challenge in the teaching and learning at KSD schools, not in the Technology learning area only, but in all the other learning areas. The study also found that, though schools have written language policies that are in line with that of the Department of Education (DoE), there are no implementation and monitoring strategies in place. From the findings, the study recommends that the Department of Education should develop implementation and monitoring strategies to enforce the language policy. The researcher further recommends that language teachers should be re-trained and equipped with the right books and resources which will improve their methods of teaching. Furthermore, it is recommended that schools should be provided with libraries. Reading, speed writing and debating should form part of the GET curriculum.
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Siwisa, Mvuyisi Isaac. „Standard isiXhosa in a multilingual classroom : an interpretation of urban learners' literary texts“. Diss., 2013. http://hdl.handle.net/10500/13230.
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This study is on standard isiXhosa in a multilingual classroom and includes an interpretation of both urban and rurual learners’ literary texts. An attempt is made to examine a selection of isiXhosa texts in order to interprete the state of affairs of the isiXhosa language in the 21st century.
Organization of the study
This dissertation was organized in the following manner: Chapter one includes an introduction to the study, its aims and objectives as well as the research methodology. Since the isiXhosa language is the focal point of the study, it is discussed in some depth. In chapter two, the researcher concentrates on the Pan South African Language Board (PanSALB) "Imibono yethu". Imibono yethu is an anthology of learners' writings. The learners were invited to enter a competition by using various genres, e.g. short stories, poems, one-act dramas, rap songs, kwaito, essays, and melodic poems. The researcher wanted the learners to use whatever genre inspires them, to put it colloquially, "what turns them on!" Any aspect of the urban lifestyle could be explored within the theme of each entry and fell under the following headings:
• Standard language.
• Standard isiXhosa.
Chapter three investigates non-standard language varieties with special reference to isiXhosa and the language policy of South Africa. In this chapter, a comparison was drawn between non-standard language and standard language.
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In chapter four, the researcher discusses the overall findings of the competition, comparing the results emanating from the Eastern Cape and Gauteng.
Chapter five deals with achievement of the objectives and highlights of the research.African Languages
M.A. (African Languages)
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Ukwandu, Damian Chukwudi. „Water use and sustainable development in South Africa“. Diss., 2009. http://hdl.handle.net/10500/3482.
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This study is non-empirical and is based on the conceptualisations and theoretical foundations that gave rise to the global issue of sustainable development. It also traces the evolution and meaning of sustainable development in the South African socio-cultural context, and shows how the legacies of colonialism and apartheid contributed towards the national policy of sustainable development. This study explains the reasons for the presence (or lack) of sustainable development paradigms in apartheid and post-apartheid South Africa, as well as their implications for the future development of the country as a whole. There is also an analysis of the effects of the liberalisation of the water sector on the citizenry, and how this can disempower millions of poor South Africans. Finally, this study offers solutions for the lack of sustainable use of water in South Africa. Amongst the findings and conclusions are the deleterious effects of employment equity, cut-backs in municipal funding that resulted in the outsourcing of critical services such as water provision, and the deployment of party cadres to local councils.Human Resources
M.A. (Development Studies)
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Molokomme, Nina Lorraine. „The effects of multilingualism on mother tongue acquisition“. Diss., 2020. http://hdl.handle.net/10500/27385.
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Abstracts in English and ZuluMultilingualism is the norm in most urban areas of South Africa. This study aims to discover the perceptions of young adults towards their mother tongue due to being exposed to multiple languages in their daily environment at a very young age. The study further investigates whether young adults acquire their mother tongue whilst growing up in an environment that has multiple languages. It also seeks to determine the role that parents play in the acquisition of mother tongue by their children. Literature was reviewed in order to explain and understand the standing of African languages in South Africa. This study is guided by the theories of first language development and acquisition and Cummins’ concepts of Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP) theories. The study employed a mixed-method approach. Empirical data was collected by means of questionnaires and semi-structured interviews from young adults and parents. Data collected was analysed by a statistician using categorical data analysis. The researcher used graphs to present findings from analysed data. Findings from the empirical data show that young adults who grew up in a multilingual environment acquire more than one language. Parents also play a role in nurturing the acquisition of the mother tongue
Ubuliminingi yisimo esijwayelike kakhulu ezindaweni zasemadolobheni zalapha eNingizimu Afrika. Lolu cwaningo luhlose ukuthola izimvo zabantu abasebasha mayelana nolimi lwabo lwebele njengoba kulesi sikhathi samanje bedibana nesimo lapho behlangana khona nabantu abakhuluma izilimi ezahlukene. Lolu cwaningo luhlose futhi nokubheka iqhaza elibanjwe abazali ekufundiseni abantwana babo ulimi lwabo lebele. Kulolu cwaningo kusetshenziswe ongoti abahlukene ukuze kuchazwe futhi kuqondisiswe ukuthi zime kuphi izilimi zendabuko zaseNingizimu Afrika. Lolu cwaningo lusebenzise izindlela zokucwaninga eziningi. Ulwazi locwaningo luqoqwe ngokusebenzisa amapheshana emibuzo, kanye nezingxoxo ezingahleliwe ezenziwe kubazali nakubantu abasha. Ulwazi locwaningo luhlaziywe umhlaziyi wezinombolo esebenzisa uhlaziyo lwezigaba zocwaningo ezahlukene. Okutholakele ekuhlaziyweni kolwazi kuveze ukuthi abantu abasha abakhulele lapho okukhulunywa khona izilimi ezahlukene bazuza ulwazi lwalezo zilimi bagcine sebekwazi ukukhuluma nezinye izilimi okungezona ezabo. Kuvelile nokuthi nabazali bayaqinisekisa ukuthi abantwana babo bayalufunda ulimi lwabo lwebele.
African Languages
M.A. (African Languages)
44
Nothling, Marie. „Riglyne vir die onderrig van taalvariasie in Afrikaans eerste taal“. Thesis, 2014. http://hdl.handle.net/10210/11902.
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M.Ed. (Language Teaching)The lack of proper regard for language variation and the heterogeneous nature of language in the teaching of Afrikaans First Language Secondary Phase caused various problems. Not only individuals but the whole Afrikaans language community and the language itself suffered. Language variation is actually recognised in the learning content and teaching approach of the latest Afrikaans First Language syllabus. However, because of the inadequate recognition in the syllabus and the current complexity of the Afrikaans language community, it is necessary to provide guidelines for augmenting the syllabus to improve the teaching-learning situation. This study therefore proposes appropriate learning content with regard to the heterogeneous nature of language, language variation and specific problems in the Afrikaans language community. In order to accommodate all the varieties of Afrikaans and speakers of these varieties in the teaching-learning situation, a multi-variety approach is recommended. With that in mind a strategy to implement a multi-variety approach and the teaching of the complex phenomenon, language variation in Afrikaans First Language Secondary Phase is proposed.
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Ngcobo, Sandiso. „IsiZulu-speaking educators' attitudes towards the role of isiZulu in education in Durban“. Thesis, 2001. http://hdl.handle.net/10413/3337.
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The South African Schools Act (1996) is now in place to allow the governing bodies to
decide on language policies for their schools. This has come about as a means to redress
the past situation whereby policies were imposed upon schools. The most affected groups
of people were Africans since those policies were designed with the sole aim of
undermining their home languages. The only two languages that were promoted at all
cost were English and Afrikaans. These languages were also used as languages of
learning and instructions. This had detrimental effects on the school results of black
children as they could not cope to learn in a foreign or second language. Teachers also
worked under tremendous pressure as they had to make an extra effort in trying to make
learners understand difficult and new concepts. In an effort to redress these problems the
new language policy under the new democratic South Africa recommends the use of a
home language as a language of learning. It however remains to be investigated what
attitudes the black educators have towards this policy as they are the ones who should
implement it in their classrooms.
This study set out to investigate the black educators' attitudes on the issue of the role of
indigenous languages in education. The focus indigenous language of this study is
isiZulu. This is due to the fact that the study was conducted in an isiZulu dominated area,
that is in Durban in the region of KwaZulu-Natal. I wanted to ascertain what are the
isiZulu-speaking teachers' attitudes on the role of isiZulu in society and in education. I
investigated their attitudes on what languages should be used as languages of teaching
and learning and at what levels. I also tried to understand what languages they would
prefer to be offered as subjects.
The data of this study were obtained mostly by means of questionnaires and verified
through limited but structured interviews. The questionnaire had two sections:
Respondents completed the first part of the questionnaire giving their personal details.
These were needed to establish whether and to what extent they have an effect on
teachers' attitudes. The rest of the questionnaire was directed at eliciting the educators'
attitudes towards the role of African languages in education.
This study has two main findings:
First, it was found that the respondents generally favour the use of African languages in
education. That is, the majority of respondents favoured the early introduction and
continued use of isiZulu as a language of instruction.
Second, some of their responses are self-contradictory to this attitude in that the teachers
equally wanted English to be used early in education as well. Some of them envisaged a
future where English will continue to dominate the lives of African people. There is a
strong evidence of language shift from isiZulu to English.
If the results of this study are anything to go by, then there are serious implications for
the new language policy in education. The survival and success of any educational policy
depends on the extent to which it is understood and embraced by the practitioners, in this
case educators. Given my findings that most teachers are ambivalent about the new
policy, the 'language in education' is in serious trouble.
Based on collected data, it is clear that the teachers were not familiar with the new policy.
The policy is likely to fail unless some intervention strategies are taken to address this
problem. This made me to recommend that black educators (and parents in general) need
to be given an awareness of the current language in education policy and what it attempts
to redress.Thesis (M.A.)-University of Natal, Durban, 2001.
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Bekker, Ian. „The attitudes of L1-African language students towards the LOLT issue at Unisa“. Diss., 2002. http://hdl.handle.net/10500/596.
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Recent language policy developments at the University of South Africa (Unisa) indicate that the language attitudes of its students should be researched, particularly the attitudes of students who have an African language as their first language.
This study takes a first but solid step towards meeting this requirement. It conducts exploratory research into the nature of the relevant language attitudes and, based on the findings of this research, constructs an attitude scale that can be usefully employed in the measurement of such attitudes, both at Unisa and other tertiary institutions in South Africa.
In order to achieve its aims, the study places much emphasis on the use of proper methodology, in order to counteract the trend in much local language-attitude research of ignoring the complexity of language attitudes and avoiding methodologically sophisticated and rigorous statistical techniques that are equipped to accommodate such complexity.Linguistics
M.A. (Linguistics)
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Njobe, Mandisa Purity. „Understanding the influence of a second language on the academic performance of learners in information technology : a case study of isiZulu-speaking English second language learners in KwaZulu-Natal“. Thesis, 2007. http://hdl.handle.net/10321/302.
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Thesis (M.Tech.: Information Technology)-Dept. of Information Technology, Durban University of Technology, 2007 xv, 150 leaves, Annexures A-JOver the years, computers have been introduced to many South African classrooms in an attempt to improve education, and this is true for Previously Technologically Disadvantaged (PTD) schools in Kwazulu-Natal with learners whose first language is isiZulu. However, frameworks of computer learning vary widely and there is a crucial need to understand how specific situational conditions either facilitate or constrain the implementation of computer-supported learning in these schools. This thesis discusses research undertaken to document the process of introducing localised OpenOffice.org.za software with an isiZulu interface into Information Technology education at PTD schools in the KwaZulu-Natal province. The thesis also documents the process of introducing a dual language medium in Information Technology at the Durban University of Technology. The study investigates the English language as one of the possible causes of the lack of understanding of computers by English second language learners.
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Hadebe, Thobekile. „Issues arising from the implementation of language policy in historically disadvantaged schools in greater Pietermaritzburg : a policy analysis“. Thesis, 2001. http://hdl.handle.net/10413/3015.
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This project sets out to outline the problems that are encountered by teachers in most black schools in South Africa, with regard to the language of instruction. In an attempt to cope with these problems teachers exercise their discretion, which often leads to them making policy. The language policy in education gives the learners a right to receive education in the official language or languages of their choice. The current situation in South Africa does not allow for the exercise of such a right. Black schools in rural areas, therefore, continue to choose English as the medium of instruction, although in actual practice Zulu becomes the main language that is used to get the lesson across the learners. Such a practice has both negative and positive effects on learners who attend these schools. To understand what actually happens in black schools with regard to policy implementation, I conducted interviews in two rural primary and one secondary schools near Pietermaritzburg. Information was elicited from teachers of Grade 1 to 10, members of the schools' governing bodies, as well as learners. It became evident from my study that the choice of mother tongue instruction will not be made in the near future despite the difficulties that are faced by the schools in teaching in the medium of English. The reasons for such a kind of situation are that the blacks have negative attitudes towards their languages, and the status of these languages lag far beyond that of English In brief, English is still the important language in education, government, economy and administration. There is no way the good language policy of 1996 will take root if nothing is done to change the present course of events. The black schools will continue to battle with teaching in English and in the process produce learners of poor quality. The study recommends that the government should undertake campaigns to improve and develop African languages such that they become the languages of instruction in schools and tertiary education institutions. The stakeholders in education could also cooperate in ensuring that the chosen medium of instruction is adhered to. This would minimise the problems that lead to partial or non implementation of the policy.Thesis (M.A.)-University of Natal, Pietermaritzburg, 2001.
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Dyosop, Ntombenkosi. „Translation of Shakespeare as a tool for the advancement of South African indigenous languages: Romeo and Juliet and Peteni's Kwazidenge“. Thesis, 2016. http://hdl.handle.net/10539/22629.
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A research report submitted to the Faculty of Humanities, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Master of Arts in Translation.
Johannesburg, 2016There are eleven official languages in South Africa. However, only two of these languages – English and Afrikaans – are dominant. It is often argued that this is because the other 9 official languages do not have enough terminology to be used in institutions of higher learning and in technical fields. I argue that the adaptation of literary texts helps in improving the status of African languages. For this purpose this research involves an analysis of Shakespeare’s Romeo and Juliet which has been adapted into an English novel Hill of Fools by Peteni (1976) and later translated into isiXhosa as Kwazidenge (Peteni 1980). The analysis consists of a comparison between extracts from Romeo and Juliet and Kwazidenge via Hill of Fools using Lambert and van Gorp’s (1985) practical model for textual analysis. I argue that as much as Romeo and Juliet can be seen as a difficult text because of Shakespeare’s English, Peteni was successful in adapting the play into isiXhosa.
MT2017
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Mona, M. J. „Attitudes of intermediate phase learners, educators, and school governing bodies towards Xitsonga as medium of learning and teaching in Limpopo Province“. Thesis, 2015. http://hdl.handle.net/10386/1509.
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Thesis (Ph. D. (Language and Education)) -- University of Limpopo, 2014This research study dealt with specific aspects relating to attitudes of intermediate phase learners, educators, and SGB members towards Xitsonga as medium of learning and teaching in Limpopo. The statement of the study’s problem was articulated against clearly defined contexts. As a foundational slab for the study, the thesis deemed it fit and necessary to give the background to the problem on attitudes in general and language attitude in particular. When the foundation had been laid, the statement of the problem was clearly articulated so as to open a curtain on the niche and the exact problem the thesis sought to investigate. The aim of the study was derived from the title, finetuned in the niche and focused on clearly defined objectives which informed the research lanes the whole project operated in. The significance of the research project was not a stand alone entity, but spoke to the aim and objectives. The police officer of the thesis was the theoretical framework. It directed the process by means of indicating that mother-tongue education as an ideal practice should also be considered for the post foundation phase studies also in South Africa. On its wings, was the behaviourist theory. Unlike its counterpart the mentalist theory, the former was a vehicle through which the study elicited valuable data by observing the behaviour of the target subjects in the Mopani District. Without a well-indicated scope of the study, the investigation would had been too general to address a specific niche. The distinct niche of the thesis was further uncovered and demonstrated by the evaluation of literature survey of various studies on language attitudes in the country as well as the world over. The search design of the study was also a context against which the qualitative approach was used for data gathering instruments, and sampling process. The ethical considerations were clearly outlined and applied accordingly prior and during the data collection process. The thesis would had been incomplete if relevant and up to date literature review was not done. In order to contextualise the thrust of language attitudes among the target research respondents, Chapter Two provided a brief but inclusive overview of (vi) historical data. The data were evaluated against language attitude theories, home language instruction principles, attitudes towards a sample of three dominant Limpopo official languages (that is, Xitsonga, Sepedi and Tshivenḓa), completed research studies that focused on language attitudes, language policy matters and curricula development and implications from the first post apartheid Curriculum 2005 up to the current Curriculum and Assessment Policy Statement (CAPS). The review or survey ended up with a critical evaluation of the concept of multilingualism in South African schools against language attitudes, four periods of language policy in the RSA, as well as the language phenomenon from divine creation to date. Before the fieldwork was undertaken, description was made in some detail on how the research data were collected, possible limitations to the research exercise were spelt out, coupled with counter-measures taken to ensure reliability, validity and objectivity in collecting data, and how analysis and interpretation of research data were actualised. The analysis and interpretation of the research data elicited from learners, teachers, and SGB members yielded almost similar results. The majority of all the respondents across the Mopani District (an average of 80%), displayed very strong negative attitudes towards mother-tongue instruction at Intermediate Phase level. Though learners and teachers had challenges with the use of the source language in class, they still did not favour the target language medium. Only 20% of their counterparts favoured the mother-tongue medium. The volunteer system in the composition of parent component of the SGB members was discovered by the study to be a serious challenge. This challenge does not assist the institutions they are governing to be what they should be. Almost 100% of them exposed themselves through the research tool used that they were not performing the core duties they were expected to perform save signing cheques and solving petty disputes. In conclusion, relevant and appropriate recommendations were made to affected stakeholders. They were addressed mainly to: communities, managers, teachers, government, community leaders, academics, researchers and writers on ways and means of addressing the deep-seated negative attitudes towards Xitsonga as a medium of instruction at Intermediate Phase level of the Mopani District.